rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Discrimination of effective, average, and ineffective upper-intermediate and secondary schools from ratings of school characteristics by parents, students, teachers, and principals
  name:
    name part: Guillemard, Luisa Maria.
    role:
      role term: creator
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: xx
    date issued: 1999
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: print
    extent: xiv, 187 leaves : illustrations ; 28 cm.
  abstract: This study explored the discriminant power of parents', students', teachers', and principals' perceptions of school characteristics to differentiate between effective, average, and ineffective upper-intermediate and secondary schools and the effect of schools' socioeconomic status (SES) and grade level (i.e., upper-intermediate versus secondary schools) in variance discrimination. The sample consisted of 88 schools classified as effective, average, or ineffective through a simple regression analysis regressing students' total reading standard score on the Norm-Referenced Assessment Program for Texas (NAPT) on percentage of students per school that qualified for free or reduced school lunch. Studentized residuals were calculated to classify schools as effective, average, or ineffective. Parents', students', teachers', and principals' perceptions on a set of seven effective schools characteristics were collected using The Effective Schools Survey (1992). Multivariate analysis of variance was utilized to analyze the data. Several descriptive discriminant analysis were performed to investigate the discriminant power of parents', students', teachers', and principals' perceptions of school characteristics to differentiate between effective, average, and ineffective schools. Forward statewide discriminant analysis was utilized to examine changes in the discriminant power of variables in relation to SES or grade level and possible interactions. Results evidenced that: (a) only the perceptions of students, teachers, and principals discriminated effective and average schools from ineffective schools, (b) across respondent groups, safe and orderly environment, opportunity to learn/time on task, and high expectations were the factors that contributed more to school discrimination, and (3) the contextual variables of SES and grade level were not significant. There was a significant interaction between SES and teachers' expectations, which demonstrated that teachers from effectiv…
  note: by Luisa Maria Guillemard.
  note: Vita.
  note: "Major Subject: Educational Psychology".
  note: Issued also on microfiche from University Microfilm Inc.
  note: Ph. D. Texas A&M University 1999.
  note: Includes bibliographical references (leaves 113-123).
  subject:
    topic: Major educational psychology
  identifier: 99-43493 UMI
  identifier: http://proxy.library.tamu.edu/login
  related item:
    location:
      url: http://proxy.library.tamu.edu/login
  record info:
    record content source: TXA
    record creation date: 000426
    record change date: 20190325093616.0
    record identifier: in00001538451